Lugha ni nyenzo muhimu katika mchakato wa mawasiliano, hali inayoifanya nyenzo hii kuweza kuchanganuliwa kwa njia mbalimbali. Katika jitihada za kuichunguza na kuichanganua lugha, imebainika kwamba kuna uhusiano wa ufaano kati ya miundo ya lugha na dhima yake. Huu ndio uhusiano ambao hutumiwa na wasanii kifasihi kuunganisha mifumo ya lugha inayotumika katika matini na kuafikia ruwaza zao. Hali hii inatokana na uwezo wa kufulikana kwa lugha kama chombo cha mawasiliano ambao pia unaipa lugha uwezo wa kusukwa tofauti kwa mujibu wa dhima tofauti na hivyo basi kuendeleza grafolojia. Grafolojia ni mojawapo ya viwango vya uchanganuzi wa kiisimu kimtindo. Hata hivyo, umuhimu na nafasi ya grafolojia kama kiwango cha uchanganuzi wa matini hudhihirika katika umitindo na mbinu mseto. Kwa hali hiyo, watalaam wengi wakiwemo Halliday, McIntosh na Strevens (1964) wamefanya utafiti kuhusu jinsi mchepuko wa kigrafolojia unavyoathiri ufasiri kimaana na kuzalisha athari zingine za kiujumi katika matini. Miongoni mwa vipengele vya kigrafolojia ambavyo wamevitaja kwamba vinaibua athari tofauti katika matini ni viakifishi. Ingawa uandishi wowote, uwe wa jadi au wa leo unahitaji kuzingatia matumizi mema ya viakifishi, hivi leo kumeshuhudiwa ukiukaji wa matumizi ya vipengele hivi katika shughuli za kijamii. Ni kwa ajili hii ndiposa makala haya yameandaliwa yakilenga kuchanganua aina mbalimbali za viakifishi, herufi kubwa na mchango wa alama hizi katika uimarishaji wa mawasiliano katika lugha ya Kiswahili. Aidha makala haya yametayarishwa kwa kuchanganua yaliyomo katika riwaya ya kisasa ya Mkamandume (2013) huku nadharia ya Sarufi Amilifu Mfumo (SAM) iliyoasisiwa na Halliday ikiongoza utafiti huu. / Language is an important tool in communication. In an effort to explore and analyze language, it has been observed that there is a correlation between language structures and stylistic choices. Also used by literary artists who integrate these principles of in their text, graphology is one of the standards of linguistic analysis in style. However, its importance and place as a standard for textual analysis is manifested in a variety of styles and techniques. In this context, many scholars including Halliday, McIntosh and Stevens (1964) have done research on how grammatical “abnormalities' affect interpretation and produce other metaphorical effects in texts. This article aims at analyzing the different types of signs and conventions, abbreviations, practices of capitalization and the contribution of these symbols in strengthening communication in Swahili. In addition, this article uses the content of the novel Mkamandume (2013) and refers back to the basics of 'Sarufi Amilifu Mfumo' (SAM) developed by Halliday.

This essay is an investigation of a translation from French into Swedish of inserted syntagms in sentences occurring in seven extracts chosen from a book in political history: Requiem pour un empire défunt - Histoire de la destruction de l'Autriche-Hongrie by François Fejtö. The extracts belong to different genres: a narrative essay describing Europe before the first World war, treaties, political speeches etc. In French inserted items are often isolated by punctuation marks as commas, semicolons, colons and dashes. The essay examines how different styles have an effect on the translation of these items. A presentation of the theory - styles issues, definitions of terms as "equivalence" and "inserted items" ... - is followed by analyses of the extracts.  It is concluded that the inserted items occur more frequently in the French original than in the translated text. Especially in speeches, descriptive and legal texts, the use of such elements in long sentences is a part of the style. In descriptive and legal sequences the long units and the inserted elements are often maintained in the target text for stylistic reasons. Otherwise, the equivalence of style is mostly assured by the choice of vocabulary, notably when an idiomatic translation requires a reconstruction of the sentence. Another observation is that the comma is frequently used as a cursor of inserted elements in the source text, Sometimes the omission of the comma is compensated by a longer expression in the translation in order to highlight the item.

The function of the semicolon has changed considerably since the 15th century, from primarily indicating the length of a pause, to providing syntactic information. According to prescriptive grammar, the semicolon is used to join independent clauses and to avoid complexity by separating items in a list. Still, there is limited descriptive data on how the semicolon is used, a gap addressed by this study. Based on data from the Corpus of Historical American English, 1,600 semicolons from four different written genres from 1920–2019 were analysed, and their functions were classified. The overall results show that the frequency of semicolons has decreased considerably, most notably in Fiction. It is argued that sentences are becoming shorter and simpler, and that semicolons are primarily associated with more formal genres. Still, from the 1970s, semicolons have been used extensively to separate short segments in lists, especially in printed advertisements. This is possibly the last bastion of the semicolon. Furthermore, the results indicate that the semicolon has been increasingly used in accordance with prescriptive punctuation rules. A possible explanation is that most studied texts were written by professional writers, and that people who doubt their ability to use semicolons simply refrain from using them. Nonetheless, when the semicolon is used in a non-standard way, it is often used in the place of a comma, producing a sentence fragment. Since the colon and the semicolon carry somewhat overlapping functions, further descriptive comparisons of the two could yield important findings. It is also suggested that this research is supplemented by further qualitative studies to capture the rationale behind the use of semicolons in different situations. That could assist educators in explaining punctuation practice to make language users comfortable in using the full potential of punctuation marks.

Presented here is a method for automatic punctuation restoration in Swedish using a BERT model. The method is based on KB-BERT, a publicly available, neural network language model pre-trained on a Swedish corpus by National Library of Sweden. This model has then been fine-tuned for this specific task using a corpus of government texts. With a lower-case and unpunctuated Swedish text as input, the model is supposed to return a grammatically correct punctuated copy of the text as output. A successful solution to this problem brings benefits for an array of NLP domains, such as speech-to-text and automated text. Only the punctuation marks period, comma and question marks were considered for the project, due to a lack of data for more rare marks such as semicolon. Additionally, some marks are somewhat interchangeable with the more common, such as exclamation points and periods. Thus, the data set had all exclamation points replaced with periods. The fine-tuned Swedish BERT model, dubbed prestoBERT, achieved an overall F1-score of 78.9. The proposed model scored similarly to international counterparts, with Hungarian and Chinese models obtaining F1-scores of 82.2 and 75.6 respectively. As further comparison, a human evaluation case study was carried out. The human test group achieved an overall F1-score of 81.7, but scored substantially worse than prestoBERT on both period and comma. Inspecting output sentences from the model and humans show satisfactory results, despite the difference in F1-score. The disconnect seems to stem from an unnecessary focus on replicating the exact same punctuation used in the test set, rather than providing any of the number of correct interpretations. If the loss function could be rewritten to reward all grammatically correct outputs, rather than only the one original example, the performance could improve significantly for both prestoBERT and the human group. / Här presenteras en metod för automatisk återinföring av skiljetecken på svenska med hjälp av ett neuralt nätverk i formen av en BERT-modell. Metoden bygger på KB-BERT, en allmänt tillgänglig språkmodell, tränad på ett svensk korpus, av Kungliga Biblioteket. Denna modell har sedan finjusterats för den här specifika uppgiften med hjälp av ett korpus av offentliga texter från landsting och dylikt. Med svensk text utan versaler och skiljetecken som inmatning, ska modellen returnera en kopia av texten där korrekta skiljetecken har placerats ut på rätta platser. En framgångsrik modell ger fördelar för en rad domäner inom neurolingvistisk programmering, såsom tal- till- texttranskription och automatiserad textgenerering. Endast skiljetecknen punkt, kommatecken och frågetecken tas i beaktande i projektet på grund av en brist på data för de mer sällsynta skiljetecknen såsom semikolon. Dessutom är vissa skiljetecken någorlunda utbytbara mot de vanligaste tre, såsom utropstecken mot punkt. Således har datasetets alla utropstecken ersatts med punkter. Den finjusterade svenska BERT-modellen, kallad prestoBERT, fick en övergripande F1-poäng på 78,9. De internationella motsvarande modellerna för ungerska och kinesiska fick en övergripande F1-poäng på 82,2 respektive 75,6. Det tyder på att prestoBERT är på en liknande nivå som toppmoderna motsvarigheter. Som ytterligare jämförelse genomfördes en fallstudie med mänsklig utvärdering. Testgruppen uppnådde en övergripande F1-poäng på 81,7, men presterade betydligt sämre än prestoBERT på både punkt och kommatecken. Inspektion av utdata från modellen och människorna visar tillfredsställande resultat från båda, trots skillnaden i F1-poäng. Skillnaden verkar härstamma från ett onödigt fokus på att replikera exakt samma skiljetecken som används i indatan, snarare än att återge någon av de många korrekta tolkningar som ofta finns. Om loss-funktionen kunde skrivas om för att belöna all grammatiskt korrekt utdata, snarare än bara originalexemplet, skulle prestandan kunna förbättras avsevärt för både prestoBERT såväl som den mänskliga gruppen.

This study is an endeavour to demonstrate the applicability of constructivist epistemology in different contexts. The black family is presented as one of such contexts. The study is further a demonstration of the role of a symptom as part of a recursive process of interaction in the context of a black family. It reflects an orientation rooted in cybernetics, ecology and systems theory. Therapy is presented as a context through which the therapist becomes incorporated and, therefore, adopting and speaking the language of the family's particular form of symptomatic communication in order to engender change. A literature study presenting a conceptual framework is presented. A case study presenting the research data is presented. Transcripts from video-taped sessions with the family are presented in the addendum. The implications of constructivist framework for the field of family therapy in the context of a black family are, therefore, outlined. / Social work / M.A. (Mental Health)

Cette thèse décrit la langue du seizième siècle, à partir d’un corpus de textes français, du point de vue de l’adverbialité.La détermination d’un corpus de textes en phrase ponctuées syntaxiquement, a demandé de longs questionnements sur la phrase, la ponctuation, et l’histoire des textes. La question de l'adverbialité a été choisie comme critère du point de vue de la sémantique, de la morphologie et de la syntaxe. Un relevé des faits adverbiaux a construit l'hypothèse que l'adverbialité, en phrase, au seizième siècle, puisse se jouer, parfois simultanément, sur les différents niveaux de la hiérarchie syntaxique, qui forment autant de lieux possibles à l'adverbialité, ce qu'a confirmé un travail de délimitation, en phrase, d'un territoire adverbial. Les faits adverbiaux relevés dans le corpus se sont révélés de morphologies très variées. La multiplicité de ces possibilités a donné matière à un questionnement que sous-tendait la question du lieu où ils apparaissaient, dans la hiérarchie syntaxique. Les raisons qui fondaient l’analyse et l’adverbialité, alors qu’elles semblaient propres à chaque fait adverbial, se sont révélées également et logiquement présentes d’un fait de discours adverbial à l’autre, d'une morphologie à l'autre, ce qui nous a conduite à les penser comme le dénominateur commun nécessaire à l’entier des faits adverbiaux. Ce travail propose de repenser comme logiquement unies ces perspectives d'étude, si éloignés soient les résultats qu’elles font apparaître dans la langue du seizième siècle, afin de retrouver un dénominateur commun à l’ensemble des adverbe, et de concevoir comme l’union logique qui construit, en pensée, l'ensemble des faits adverbiaux. / This thesis describes sixteenth-century language, based on a corpus of French texts, from an adverbial perspective.The establishment of a textual corpus organized in sentences, according to syntax and to punctuation required interrogating the sentence, the punctuation and the history of the texts. The question of the adverbs was chosen as the criteria for a semantic, morphologic, and syntactic perspective. A survey of adverbial occurrences led to the hypothesis that adverbality, in the sentence, during the sixteenth century, could function, sometimes simultaneously, on different levels of syntactic hierarchy, levels that likewise present possibilities for adverbality, which was confirmed by a process of circumscription of an adverbial territory within the sentence. The adverbial occurrences taken from the corpus showed quite variable morphology. These many possibilities gave rise to a first stage of questioning that arose from the question of where in the syntactical hierarchy these occurrences were found. Although the reasons underpinning this analysis seemed dependent upon each adverbial occurrence, they proved in fact to be equally and logically present from one occurrence to another and from one morphology to another. This led us to think that a common denominator might be necessary for the entirety of adverbial occurrences. We propose a reconceptualization of these perspectives as logically connected, however disparate the results are as they appear in the language of the sixteenth-century. This leaves us with a reason to continue searching for a common denominator for the adverb and to conceive a logical union that constructs a total entity of adverbial occurrences.

This study is an endeavour to demonstrate the applicability of constructivist epistemology in different contexts. The black family is presented as one of such contexts. The study is further a demonstration of the role of a symptom as part of a recursive process of interaction in the context of a black family. It reflects an orientation rooted in cybernetics, ecology and systems theory. Therapy is presented as a context through which the therapist becomes incorporated and, therefore, adopting and speaking the language of the family's particular form of symptomatic communication in order to engender change. A literature study presenting a conceptual framework is presented. A case study presenting the research data is presented. Transcripts from video-taped sessions with the family are presented in the addendum. The implications of constructivist framework for the field of family therapy in the context of a black family are, therefore, outlined. / Social work / M.A. (Mental Health)

Denna uppsats utgörs av en kommenterad översättning av ingressen och det första kapitlet i artikeldelen av den franska versionen av Europaparlamentets och rådets förordning nr 528/2012 till svenska. En strategi för översättningen bestäms utifrån ett antal utgångspunkter, exempelvis översättningsvetenskapliga teorier och EU:s anvisningar för översättning av rättsakter. Översättningen och den befintliga svenska versionen av förordningen analyseras sedan i syfte att undersöka likheter och skillnader i översättningsstrategi. Denna analys fokuserar på tre faktorer: transposition, modulation samt meningsbyggnad och EU:s punktregel. Det framkommer att både författarens egen översättning och den befintliga EU-versionen är mycket källtexttrogna, men att den befintliga versionen är mer källtexttrogen än vad uppsatsens översättning är, vilket tyder på en stark norm att inte avvika alltför mycket från källtexten. / The present study consists of an annotated translation of the preamble and the first chapter of the operative part of the French version of regulation No 528/2012 of the European Parliament and of the Council into Swedish. A translation strategy is determined based on several factors, mainly applicable translation theories and the Swedish guidelines for translators of the Union’s legal documents. The translation is then compared to the existing Swedish version of the regulation in order to analyze similarities and differences concerning the translation strategies employed. This analysis focuses on three aspects: transposition, modulation as well as sentence structure and the Union’s punctuation rule. The analysis shows that both the author’s own translation and the existing Swedish version are very similar to the source text, but the existing Swedish version is much more so, indicating a strong norm not to stray too far from the source text.

The aim of this study is to analyse how pupils in grade three use punctuation and howthey divide texts into sentences. The material in the study consists of 41 texts by pupils,divided into two types: narrative text and analytical text, written both by pupils withSwedish as their first language and by pupils with Swedish as their second language. Inthe study the pupils’ use of connectives and comma splices has been studied, and therelationship between graphical and syntactical sentences in the texts. The studycompares the results for narrative and analytical texts and the differences between L1and L2 pupils. The study is a follow-up of Per Ledin’s (1998) study of pupils’ use ofpunctuation in the low and intermediate levels of compulsory, and therefore the resultsof this study are compared with those obtained by Ledin. This study shows that in thisrespect L1 and L2 pupils produce texts that do not differ to any great extent. The mostprominent differences between the types of text are that the narrative texts have aclearer flow and a seemingly more logical link between sentences and clauses than theanalytical texts. The results of this study largely agree with Ledin’s results.

Generally, the reading of the indications about the use of punctuation marks in didactic material reveals inaccurate orientations, floating and, in some cases, a bit subjective in respect of their applications. The aim of this work is the investigation of the contents and the treatments given to the teaching of these marks in didactic materials of Portuguese Language. The research is based on theories that discuss the nature and the manifestation of the language as a unity of sense; although the first aim of the study does not consist of an analysis according a theory or linguistics perspectives – the reason of the study is the nature and the linguistics functions of the punctuation marks –, the analysis support themselves in the principles of the conceptions of the enunciative and discursive linguistics, according to which, the meanings of an enunciation justify the forms and the resources used on the construction of an communicative event of written language. To attend the proposal of study, a methodological cut was made, what evidenced the problem of the teaching of those resources in a didactic material in Elementary School (6th to 9th grade) adopted in a school from the municipal network in the city of Maceió. From this delimitation, it was worked using the hypothesis that the teaching of these marks is stuck to the traditional concepts, that don’t reflect the dynamicity of the resource in the construction of the meanings of a text, and to methodologies which made incongruous the criteria of applicability with perception of linguistics functions of those resources, which are, in fact, much more related with the social practices of reading and writing of the student than the idea of marks of pause and rhythm of reading. As a final result the research brings a little proposal of categorization of the (now) marks of punctuation that can help teachers and students in the comprehension of the nature and the linguistics functions that so said resource of writing plays on textual organization and in its discursive elaboration. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / De modo geral, a leitura das indicações sobre o uso dos sinais de pontuação em materiais didáticos revela orientações imprecisas, flutuantes e, em alguns casos, baseadas em critérios subjetivos. O objetivo deste trabalho é a investigação dos conteúdos e dos tratamentos dados aos seus usos e funções nos livros didáticos de Língua Portuguesa adotados no Ensino Fundamental II. A pesquisa fundamenta-se em teorias linguísticas que discutem a natureza e a manifestação da língua enquanto um unidade de sentido; embora não seja o objetivo primeiro do trabalho uma análise segundo uma teoria ou perspectivas linguísticas — a razão do estudo é a natureza e as funções linguísticas dos sinais de pontuação —, as análises apoiam-se nos princípios das concepções da linguística discursiva e enunciativa, segundo as quais os sentidos de um enunciado justificam muito as formas e os recursos utilizados na construção de um evento comunicativo de língua escrita. Para atender a proposta de estudo, fez-se um recorte metodológico que evidenciou o problema do ensino desses recursos em material didático do Ensino Fundamental II (6° ao 9° ano) adotado em uma escola da rede municipal da cidade de Maceió. A partir dessa delimitação, trabalhou-se com a hipótese de que o ensino dos sinais de pontuação mantém-se preso a conceitos tradicionais, que não refletem a dinamicidade do recurso na construção dos sentidos de um texto, e a metodologias que tornam incongruentes os critérios de aplicabilidade com a percepção das funções linguísticas desses recursos, que estão, por sua vez, muito mais relacionadas com as práticas sociais de leitura e escrita dos alunos do que com a ideia de marcação de pausas e ritmo de leitura. Como resultado final, a pesquisa apresenta uma pequena proposta de categorização das (agora) marcas de pontuação que pode ajudar professores e alunos na compreensão da natureza e das funções linguísticas que tal recurso de escrita desempenha na organização textual e na sua elaboração discursiva.